MELED+2016

= = toc = = = Friday Session 1: Making WIDA Work For You =

The

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adaptation |

WIDA: [|http://www.wida.us] |

"Out of the Peaceful Kingdom" -- John and Rita's MinneTESOL essay about the evolving role of the ESL teacher.

Robert Marzano lists the 6,286 (or something) items of Tier 2 Vocabulary in his book, Teaching Basic and Advanced Vocabulary:A Framework for Instruction.. //It always seemed strange to me -- if the Tier 2 vocabulary was so darn useful, why wasn't there a book that listed it all? It turns out there is...)//

=** Friday Session 2: The ACCESS-MCA Connection **=



(all grades plus explanation) |

(all grades plus explanation) |

This is the tool you all want. I'll explain more later, but version uses the 2014-15 WIDA Growth Curve tables to estimate the WIDA-Level change that places students into each of the five "growth quintiles": >
 * ** [[file:wida-demystifier-secure-PL_gain_to_Natl_Quintile_jjw.xlsx|The WIDA Growth Demystifier.]] **
 * 1) from Quintile 1 -- the lowest, slowest growth quintile,
 * 1) to Quintile 5, the highest fastest.

(Growth rates are dependent on both previous year grade and previous-year Proficiency Level, so they're a little complicated to get.)

NOTE: This was made with data pulled from pivot tables -- but the file doesn't include the actual pivot table. This means that there's absolutely no way any student data is compromised. All this files has is the final data ... || ||

>> >> ( The goal is to experience whether a mere repetition task could serve as a decent indicator of whether or not students have learned a grammatical structure, etc. Can you repeat phonetically -- or do you have to have a handle on the language in order to repeat?) >>
 * Local measures of English Language Development **
 * 1) Vocabulary Diagnostics webpage
 * 2) Rob Waring's Language-Level-to-Vocabulary-Size-to-ESL-Reader-Series correlation. (This is a massive and incredibly useful chart by Rob Waring of the Extensive Reading Foundation.)
 * 1) Sentence Repetition page A page about the Sasit32e -- which I gather is the English version of a sentence repetition test being developed by the European Union to diagnose language disabilities among non-literate speakers.
 * Experience the amateur Spanish sentence repetition task I played around with: Here.
 * [[image:little-test.jpg link="@http://tiny.cc/jjwSpanishRepeat"]]

= Saturday, Session 9: Motivation Matters! Motivating Your Students to Meet Goals and Make Progress =




 * Rita's Article "Goal Setting: A Simple Lesson Sequence"
 * Kid-Friendly MindsetWorks.com article on Carol Dweck's "Growth Mindset": "You Can Grow Your Intelligence"
 * RSA Video of Daniel Pink on the Science of Motivation

>> >> ( The goal is to experience whether a mere repetition task could serve as a decent indicator of whether or not students have learned a grammatical structure, etc. Can you repeat phonetically -- or do you have to have a handle on the language in order to repeat?) >> = =
 * Local measures of English Language Development **
 * 1) Vocabulary Diagnostics webpage
 * 2) Rob Waring's Language-Level-to-Vocabulary-Size-to-ESL-Reader-Series correlation. (This is a massive and incredibly useful chart by Rob Waring of the Extensive Reading Foundation.)
 * 1) Sentence Repetition page A page about the Sasit32e -- which I gather is the English version of a sentence repetition test being developed by the European Union to diagnose language disabilities among non-literate speakers.
 * Experience the amateur Spanish sentence repetition task I played around with: Here.
 * [[image:little-test.jpg link="@http://tiny.cc/jjwSpanishRepeat"]]